Lesson Title: What happens when an object is changing its motion?
State Standards: GLEs/GSEs
PS3 (9-11)- 8
Students demonstrate an understanding of forces and motion by…
8a predicting and/or graphing the path of an object in different reference planes and explain how and why (forces) it occurs.
8b using modeling, illustrating, graphing explain how distance and velocity change over time for a free falling object.
National Standards:
Context of Lesson:
the idea that acceleration merely describe the magnitude and direction of the 'change in velocity' which may or may not correspond to the direction of motion of the object is completely counter intuitive to students. For instance a student will think, 'If the object is moving up it must have an acceleration in the upward direction.' Students constantly and pathologically confuse velocity for acceleration and vice versa. This is not studpidity on their part, it is a consequence of seduction of thinking about the world in Aristotelian (as opposed to Newtonian terms) Although this lesson is not designed to tackle Aristotle head on (that comes later when we discuss Forces) it is important to sever the connection between acceleration and velocity (I know I know, they are not completely disconnected and the students will see the connection between acceleration and velocity from the graphs. But first the students must understand that one does not equal the other). Furthermore this lesson is designed to introduce the students to labratory procedures, keeping a lab notebook, and writing conclusions
Lesson Plan
Lesson Title: What happens when an object is changing its motion?
State Standards: GLEs/GSEs
PS3 (9-11)- 8Students demonstrate an understanding of forces and motion by…
National Standards:
Context of Lesson:
the idea that acceleration merely describe the magnitude and direction of the 'change in velocity' which may or may not correspond to the direction of motion of the object is completely counter intuitive to students. For instance a student will think, 'If the object is moving up it must have an acceleration in the upward direction.' Students constantly and pathologically confuse velocity for acceleration and vice versa. This is not studpidity on their part, it is a consequence of seduction of thinking about the world in Aristotelian (as opposed to Newtonian terms) Although this lesson is not designed to tackle Aristotle head on (that comes later when we discuss Forces) it is important to sever the connection between acceleration and velocity (I know I know, they are not completely disconnected and the students will see the connection between acceleration and velocity from the graphs. But first the students must understand that one does not equal the other). Furthermore this lesson is designed to introduce the students to labratory procedures, keeping a lab notebook, and writing conclusionsOpportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: